E-learning by design

Select an Action

Place Hold(s)
Add to My Lists
Email
Print

Title:

Personal Author:

Horton, William K. (William Kendall)

Publication Information:

San Francisco, CA : Pfeiffer, 2006

ISBN:

9780787984250

Subject Term:

Employees -- Training of -- Computer-assisted instruction

Computer assisted instruction -- Design

Available:*

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010148780	HF5549.5.T7 H674 2006	Open Access Book	Book	Searching... Unknown

From William Horton -- a world renowned expert with more than thirty-five years of hands-on experience creating networked-based educational systems -- comes the next-step resource for e-learning training professionals. Like his best-selling book Designing Web-Based Training , this book is a comprehensive resource that provides practical guidance for making the thousand and one decisions needed to design effective e-learning.

e-Learning by Design includes a systematic, flexible, and rapid design process covering every phase of designing e-learning. Free of academic jargon and confusing theory, this down-to-earth, hands-on book is filled with hundreds of real-world examples and case studies from dozens of fields.

"Like the book's predecessor ( Designing Web-based Training ), it deserves four stars and is a must read for anyone not selling an expensive solution. -- From Training Media Review, by Jon Aleckson, www.tmreview.com, 2007

Author Notes

William Horton is a leading e-learning consultant and president of William Horton Consulting where he advises large and small companies in developing online training and information strategies. He is the author of Leading E-Learning, Evaluating E-Learning, Using E-Learning, and Designing Web-Based Training and the coauthor of E-Learning Tools and Technologies.

1 Designing e-learning	p. 1
What is e-learning?	p. 1
Definition of e-learning	p. 1
Varieties of e-learning	p. 2
What is e-learning design?	p. 3
Start with good instructional design	p. 3
Consider multiple perspectives	p. 4
Design all units of e-learning	p. 6
Design quickly and reliably	p. 7
Identify your underlying goal	p. 9
Set learning objectives	p. 12
Identify prerequisites	p. 22
Decide the teaching sequence of your objectives	p. 27
Create objects to accomplish objectives	p. 32
Create tests	p. 36
Select learning activities	p. 37
Then redesign again and again	p. 44
Re-design but do not repeat	p. 45
Not your sequential ADDIE process	p. 45
Make steady progress	p. 45
In closing ...	p. 46
Summary	p. 46
For more ...	p. 46
2 Absorb-type activities	p. 47
About absorb activities	p. 47
Common types of absorb activities	p. 47
When to feature absorb activities	p. 48
Presentations	p. 49
About presentations	p. 49
Types of presentations	p. 50
Best practices for presentations	p. 63
Sharing stories	p. 70
About sharing stories	p. 70
Tell stories to learners	p. 72
Have learners tell stories	p. 75
Best practices for story-sharing activities	p. 76
Readings	p. 78
About reading activities	p. 78
Assign individual documents	p. 79
Create an online library	p. 83
Rely on Internet resources	p. 85
Best practices for reading activities	p. 87
Field trips	p. 89
About field trips	p. 90
Guided tours	p. 91
Virtual museums	p. 96
Best practices for field trips	p. 101
In closing ...	p. 103
Summary	p. 103
For more ...	p. 104
3 Do-type activities	p. 105
About do activities	p. 105
Common types of do activities	p. 105
When to feature do activities	p. 106
Practice activities	p. 106
About practice activities	p. 106
Drill-and-practice activities	p. 108
Hands-on activities	p. 110
Guided-analysis activities	p. 113
Teamwork activities	p. 120
Best practices for practice activities	p. 123
Discovery activities	p. 125
About discovery activities	p. 125
Virtual-laboratory activities	p. 127
Case studies	p. 131
Role-playing scenarios	p. 135
Best practices for discovery activities	p. 140
Games and simulations	p. 141
About games and simulations	p. 141
Types of learning games	p. 146
Design games for learning	p. 155
Best practices for games	p. 160
Use games as e-learning courses	p. 164
In closing ...	p. 165
Summary	p. 165
For more ...	p. 166
4 Connect-type activities	p. 167
About connect activities	p. 167
Common types of connect activities	p. 168
When to feature connect activities	p. 168
Ponder activities	p. 169
About ponder activities	p. 170
Rhetorical questions	p. 171
Meditation activities	p. 172
Cite-example activities	p. 176
Evaluation activities	p. 177
Summary activities	p. 179
Brainstorming activities	p. 181
Combine ponder activities with other activities	p. 183
Job aids	p. 183
About job aids	p. 184
Glossaries	p. 185
Calculators	p. 189
E-consultants	p. 192
Best practices for job aids	p. 193
Research activities	p. 194
About research activities	p. 195
Scavenger hunts	p. 196
Guided research	p. 199
Best practices for research activities	p. 202
Original-work activities	p. 206
About original-work activities	p. 206
Decision activities	p. 207
Work-document activities	p. 208
Journal activities	p. 209
Comparison activities	p. 210
Group-critique activities	p. 210
Best practices for original-work activities	p. 212
In closing	p. 213
Summary	p. 213
For more ...	p. 214
5 Tests	p. 215
Decide why you are testing	p. 215
When are formal tests needed?	p. 215
Why are you testing?	p. 216
What do you hope to accomplish?	p. 217
What do you want to measure?	p. 218
Select the right type of question	p. 218
Consider the type question you need	p. 219
Common types of test questions	p. 220
True/False questions	p. 221
Pick-one questions	p. 224
Pick-multiple questions	p. 228
Fill-in-the-blanks questions	p. 231
Matching-list questions	p. 234
Sequence-type questions	p. 236
Composition questions	p. 238
Performance questions	p. 242
Write effective questions	p. 244
Follow the standard question format	p. 244
Ask questions simply and directly	p. 246
Make answering straightforward	p. 254
Challenge test-takers	p. 258
Combine questions effectively	p. 260
Ask enough questions	p. 260
Make sure one question does not answer another	p. 260
Sequence test questions effectively	p. 261
Vary the form of questions and answers	p. 262
Give meaningful feedback	p. 262
Report test scores simply	p. 262
Provide complete information	p. 263
Gently correct wrong answers	p. 264
Avoid wimpy feedback	p. 266
Give feedback at the right time	p. 266
Perfect your testing	p. 268
Hint first	p. 268
Use advanced testing capabilities	p. 269
Monitor results	p. 272
Make tests fair to all learners	p. 273
Test early and often	p. 275
Set the right passing score	p. 276
Define a scale of grades	p. 278
Pre-test to propel learners	p. 279
Explain the test	p. 280
Prepare learners to take the test	p. 280
Keep learners in control	p. 281
Consider alternatives to formal tests	p. 282
Use more than formal, graded tests	p. 282
Help learners build portfolios	p. 283
Have learners collect tokens	p. 283
Gauge performance in live online meetings	p. 283
And in discussion-forum activities	p. 283
In closing ...	p. 284
Summary	p. 284
For more ...	p. 284
6 Topics	p. 285
What are topics?	p. 285
Examples of topics	p. 285
Anatomy of a topic	p. 292
Design the components of the topic	p. 293
Title the topic	p. 293
Introduce the topic	p. 296
Test learning for the topic	p. 299
Specify learning activities for the topic	p. 301
Summarize the topic	p. 304
Link to related material	p. 305
Write metadata	p. 308
Design reusable topics	p. 312
Craft recombinant building blocks	p. 312
Design consistent topics	p. 313
Avoid the "as-shown-above" syndrome	p. 313
Integrate foreign modules	p. 314
Example of a docking module	p. 315
What to include in a docking module	p. 316
In closing ...	p. 317
Summary	p. 317
For more ...	p. 318
7 Lessons	p. 319
Combine learning activities	p. 320
Ways of organizing lessons	p. 321
Common kinds of lessons	p. 322
Classic tutorials	p. 323
Book-like structures	p. 329
Scenario-centered lessons	p. 333
Essential-learning tutorials	p. 340
Exploratory tutorials	p. 345
Subject-specific structures	p. 351
Designing lessons as learning objects	p. 354
Lessons as objects	p. 354
When to divide a lesson into objects	p. 355
Composing lessons of objects	p. 355
In closing ...	p. 355
Summary	p. 355
For more ...	p. 356
8 Strategic decisions	p. 357
What is a course?	p. 358
Framework and content	p. 358
A hierarchy of learning objects	p. 360
Choose the kind of e-learning	p. 361
Instructor-led or learner-led?	p. 361
Synchronous or asynchronous?	p. 363
What size class?	p. 365
What devices will learners use to take e-learning?	p. 366
Where will learners take e-learning?	p. 370
Consider alternatives to pure e-learning	p. 381
Blended learning	p. 381
Embedded e-learning	p. 387
Plan for reuse	p. 392
Build from reusable parts	p. 392
Reuse in different ways	p. 394
Follow standards for reuse	p. 395
Avoid a naive view of reuse	p. 403
Follow quality standards	p. 403
Standards for quality of design	p. 404
Standards for accessibility	p. 405
Set your own technology standards	p. 410
Designate target browsers	p. 410
Specify file formats for materials	p. 411
Limit file sizes	p. 412
Title courses carefully	p. 413
In closing ...	p. 414
Summary	p. 414
For more ...	p. 414
9 Design for the virtual classroom	p. 415
Create a virtual classroom	p. 416
Why create a virtual classroom?	p. 416
Courses, meetings, presentations	p. 416
Select and use collaboration tools	p. 417
Select your collaboration tools	p. 417
Slide shows	p. 422
E-mail	p. 424
Discussion forums	p. 427
Chat and instant messaging	p. 429
Whiteboards	p. 431
Web tours	p. 435
Application sharing	p. 436
Polls	p. 439
Audio-conferencing	p. 442
Video-conferencing	p. 444
Breakout rooms	p. 447
Conduct online meetings	p. 448
Plan the meeting	p. 449
Prepare for the meeting	p. 453
Announce the meeting	p. 457
Manage the live portion	p. 458
Activate meetings	p. 460
Include make-up activities for missed meetings	p. 462
Guide discussion activities	p. 463
Design meaningful discussion activities	p. 464
Ensure learners have necessary skills	p. 466
Moderate discussion activities	p. 467
Perform message maintenance	p. 470
Manage virtual courses	p. 471
Select a qualified instructor	p. 471
Teach the class, don't just let it happen	p. 473
Plan predictable learning cycles	p. 474
Provide complete instructions	p. 476
Simplify tasks for learners	p. 484
Manage teams	p. 486
Deal with problem learners	p. 488
Adapt collaboration for small and asynchronous classes	p. 491
Follow up after the course	p. 492
In closing	p. 493
Summary	p. 493
For more	p. 494
10 Visual display	p. 495
Fundamental design decisions	p. 495
Whole screen or window?	p. 496
Full-screen course	p. 496
Course in a window	p. 497
Consider related decisions	p. 498
Number of windows	p. 498
Use separate windows sparingly	p. 498
When to display in the same window	p. 499
When to display a new window	p. 499
Window characteristics	p. 500
Window size	p. 500
Window shape	p. 503
Scrolling or non-scrolling display	p. 507
Fixed or variable-sized display	p. 512
Legibility	p. 515
Keep text legible	p. 515
Ensure foreground-background contrast	p. 517
Layout	p. 520
Zone the display	p. 520
Define a flexible scheme	p. 521
Focus attention on content	p. 523
Unity	p. 526
Case study in unity	p. 527
Design emblems and theme graphics	p. 529
In closing	p. 530
Summary	p. 530
For more	p. 530
11 Navigation	p. 531
How should learners navigate?	p. 531
Overcome the one-path-for-all syndrome	p. 532
Sparse or rich navigation?	p. 532
Navigation mechanisms	p. 534
Paging	p. 535
Menus	p. 537
Indexes	p. 549
Maps	p. 550
Search facilities	p. 555
Hypertext links	p. 557
Autoscanning	p. 561
Location indicators	p. 563
Bookmarks	p. 565
Balance navigation mechanisms	p. 567
Implement navigation mechanisms	p. 568
Let your LMS/LCMS provide a framework	p. 569
Use your authoring tool for standard features	p. 570
Hand-build custom navigation	p. 571
Best practices for navigation	p. 572
Make navigation predictable	p. 572
Provide intra-topic navigation	p. 572
Design pathways for efficient learning	p. 573
Shorten pathways	p. 574
In closing	p. 574
Summary	p. 574
For more	p. 576
12 Conclusion	p. 577
The new model of learning	p. 577
The publishing model is our past	p. 577
The catalyst model is our future	p. 578
How we will learn	p. 579
Just the beginning	p. 580
Index	p. 581

Available:*

On Order

Summary

Summary

Author Notes

Table of Contents